THE IMPACT OF USING FLIPPED LEARNING STRATEGY ON STUDENTS’ MOTIVATION FOR LEARNING

A. Abuhmaid

Hashemite University (JORDAN)
The current study aimed at investigating the effect of using flipped learning strategy on improving students’ academic motivation for learning. To achieve the aim of the study, two sections from the faculty of educational sciences at Hashemite University were selected during the second semester of the academic year 2016/2017. The first section consisted (82) students and the second consisted (71) students. The first section was assigned as a control group while the second as an experimental group. The control group was taught in a traditional method while the experimental group was taught with a flipped learning strategy. A learning motivation test was developed and its validity and reliability was measured.

The results of the study showed significant differences at the level of (α = 0.05) in students’ motivation for learning in favor of the experimental group which was taught by the flipped learning strategy. The Enjoying learning and Discussion in the classroom domains were affected positively by the flipped learning strategy.